Can I write to her教學設計兩篇
做一個好教學設計，對于小學英語的教學是有很大作用，下面學習啦小編為大家?guī)鞢an I write to her教學設計，供你參考。
Can I write to her教學設計(一)
教學目標：
1.技能與知識目標
A.基本要求
基本能聽懂、會說詞匯：He is from China. Meet. Address wonderful
understand postcard sometimes dancing really hobby stamp
基本能聽懂、會問“What is your hobby ? can you speak English ?”的語言結構，
并會做答“collecting /reading /riding /watching is my hobby .
Yes, I can / No, I cannot; I can speak some English.
B.初步要求
初步感知pleased, I have got ……。。 Can you be my Chinese friend? 的含義。
初步感知語音元音音標的正確發(fā)音。
C.復習鞏固
Talking about oneself hobby .what do you do at weekend?
Talks about on some festival what do people do?
2.運用能力目標
運用所學語言結構詢問與描述節(jié)日的事情。
3.素質(zhì)教育目標
幫助學生明確學習目標，培養(yǎng)學生自主、合作的學習方式。
培養(yǎng)學生在活動中體會英語學習的樂趣，使他們在小組中積極與他人合作，
相互幫助，共同完成任務。
培養(yǎng)學生熟悉生活，和對異國文化的了解，興趣。
教學重點：
詞匯 please meet . Address dance sing swim run jump
句式 Pleased to meet you ; Can you be my Chinese friend? I have got ……。
教學難點：
can I write to your friend 句式 I have got two friends
任務設計：
A.學習任務
學習鞏固詞匯pleased meet address pen friend postcard hobby.
學習 can you ……yes /I can no / I cannot. What is your address?
What is your hobby? I have got ……的語言結構。
B.運用任務
1：SB Unit1 活動2
2：AB Unit 1練習 2
3.給自己的筆友或朋友 寫一信。
教學用品：
錄音機/帶、詞卡、玩具水果。
教學過程：
一、Warm up
1Greetings: T—Ss good morning everyone
five different groups show their watchword and do action
ask two students: image I am your new friend, first time nice to meet you .the time of asking the second student: pleased to meet you.
二、導入 (Leading)
(1) Question
T: do you have friend? Can you talk about him/her? Can he play basketball?
Can he sing song? Can she play violin?
s :Yes. He can. NO, he cannot
T: I have a pen friend .he is very tall and famous .he can play basketball
in the Rocket of NBA. Guess who he is.
S: Students answer teacher's question.
T: do you believe that? Can you play it? What can you do?
S: I can ……
(2)Leading
T: now before the listening I have three questions about the unite 1 how many
people are talking /
Can Laura speak English?
How many friends does Damming have?
三、呈現(xiàn)(Presenting)
(1) Listen to the tape (just listen)
(2) Then answer the questions.(who are they ? T: solve these questions)
(3) S opens their books and read it (T: ask some students to repeat these questions)
Question
How many people are talking /
Can Laura speak English?
How many friends does Damming have?
(4) Listen to the tape again and read it by oneself
(5) Read it each other then ask some one to read it and group to read
(6) Solve student questions (T: do you have any questions?
Explain Grammar
a) can you be my Chinese pen friend? What is meaning?
b) I have got two friends from England.
主格 賓語 形容詞性的物主代詞 名詞性的物主代詞
I me my mine
You you your yours
He his Him his
She her her hers
they them their theirs
(7) Teacher explains the text and student practice the key points.
(8) Students practice the questions in pairs.
四、操練與指導(Drilling and Counseling)
1.passing game
T: listen to the music and pass the apple when it stops. Please stand up and
pick the word card up .other students ask him/her can you sing a song /swim/run
fast/jump high. Then you answer it.
S: Yes/ I can /. No/I cannot
T: if student answer: Yes/ I can. Let him/her sing /Swim (do action)
2.Game
T: I need two students to stand here .one student pick a word card up
And you ask: can you……。 If I nod my head .another student answer:
No/I cannot. Now you go back your seat .if Yes/ I can / .you can stay here.
S: can you ……。?
Can I write to her教學設計(二)
教學目標：
a. 語言知識目標：學習目標語句I can speak some English.
Can I write to her?
You can be my Chinese pen pal.
b. 語言技能目標：以結交筆友為主線，通過介紹自己或描述朋友的形式，使學生學會
描述自己或他人的能力。
c. 情感態(tài)度目標：通過結交筆友的形式，讓學生感受友情的重要，同時加強跨文化意
識教育，使學生了解各個國家所使用的不同語言。
教學重點：
有關can 的各種表達。
教學難點：
有關can的題材在全套教材中重復出現(xiàn)多次，但其內(nèi)容逐步擴展加深，螺旋上升。這一模塊教學內(nèi)容的設置是對前五年相關教學內(nèi)容的一個全面的復習和綜合性再運用。
學生分析：
學生對can的相關表達已經(jīng)多次接觸過，但缺乏整體性的認識，知識狀態(tài)還停留在混沌的原始性積累，沒有形成條理化的知識結構。
設計理念：
根據(jù)英語教學理念“以題材為綱的功能——結構——運用性任務體系”，本節(jié)課我是以結交筆友這一題材為出發(fā)點，讓孩子們在動態(tài)真實的語言環(huán)境中學會can的靈活運用。同時注重知識的歸納總結，引導學生對學過的知識進行梳理，培養(yǎng)其透過現(xiàn)象發(fā)現(xiàn)本質(zhì)的能力。
教學準備：
信紙，信封，課件，CD-ROM。
教學過程：
一、Warming-up (熱身活動)
1. Listen and sing the song “America, America”
(歌曲不僅創(chuàng)造積極活躍的課堂氛圍，而且復習舊知，自然導入新課。)
2. Greetings: pleased to meet you.(同時課件pleased,引出新單詞pleased.教師同時說Nice to meet you /Glad to see you ,讓學生理解pleased的含義)
3. Free talk: Say something about your favourite festival.(復習上節(jié)課有關節(jié)日的內(nèi)容)
4. Review the sentence pattern “can”
(1)教師問：The weather is cooler and cooler now. We can do some sports.
It’s good for our health. What can you do? Or what can you do well? (如果學生可以提供PPT, 讓學生說出有關運動的句子——I can run fast. etc. 與此同時，也可說出I can’t …。。)
(2) Ask and answer: What can he/she play/do? (PPT圖片)
(3) Memory game: I can… She can… He can…。
I can’t… She can’t…。 He can’t…
(4) 教師設置：Amy is ill. 表達請求
(引出Can I have a drink? 等表示請求的句子)
5.教師設疑：在有關can的句子，你發(fā)現(xiàn)什么規(guī)律?
學生討論，教師引導小結can的幾種用法(投影展示)——can/can’t 后接動詞原形;can 可以表示能力或請求;can 沒有人稱和數(shù)的變化。
(通過這種設置情境的復習，不僅能激活學生已學知識的儲備，更為學生總結can的用法規(guī)律提供完整的清晰的素材依據(jù)。)
二、Presentation (介紹新語言項目)
T: 今天我們會進一步學習can的使用——
Have you got a friend? Have you got a pen pal?(教師投影展示單詞pen pal) (教師介紹自己的筆友) I’ve got a pen pal, her name is … she can…Do you want to get a pen pal?——板書課題。解釋并練習write to sb 的賓格形式的用法。Dear come on，study hard. I will help you to get a pen pal.
(教師以自己為例介紹England的筆友，既不失其真實性，又激發(fā)了學生結交筆友的強烈愿望。)
三、New teaching (課文教學)
1. T：In this text, there is an American girl. Her name is Laura. She wants a Chinese pen pal.
Listen×1
Q1 Who will be Laura’s Chinese pen pal?
S: Lingling will be.
2. Listen×2
Q: How does Daming introduce his friend Lingling to Laura?
S: Her name is Lingling. She can speak English. She can tell you about China.
T: What can lingling speak? S: She can speak some English .
T: What can you speak ? What can Laura speak? Why?
3. Knowledge and quick reactions (PPT表格提供國家名稱和語種介紹) T: She’s from England .S:快速說出She can speak English.
T: She’s from Canada .S:快速說出She can speak English. …
通過這種快速反應，不僅操練了句型，同時是對學生關于文化意識和語言流派的教育。
4. Introduce your friend.
5. Guessing game.(學生用一句英語描述屏幕上的人物，讓同伴猜)
6. Listen, repeat and explain the difficult points.(PPT展示adress和pretty)
7. Practise reading or act the text. (小組合作，為學生提供假發(fā)等道具)
五、Production(任務完成)
1. Reading comprehension.
T: There are two children from other country. They want to get a Chinese pen pal. Let’s read their introduction.
2. Ask and answer some questions about their introduction.
3. Write a letter to make a pen pal according to the above passages.
教師設置了具體的語言環(huán)境，讓學生主動嘗試表達自己的交友愿望，給學生創(chuàng)造了獨立使用語言的機會，從而達到任務性教學的目的。
六、Summary and homework (小結及作業(yè))
1.小結本節(jié)課學生上課情況，詢問學生是否還有什么疑問。
2.布置作業(yè)
(1) 繼續(xù)完成關于介紹自己的描述信件。(留待下節(jié)課展示)
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Can I write to her教學設計兩篇
